Windows on the World: Global Citizenship in Dutch Education ...

Every theme has 3 ‘windows’, which form examples to use in the classroom. These windows
clarify a certain aspect of the theme. When choosing these windows the variety was always
kept in mind; there are places, events, organisations and objects; some from the past, some
from the present; every part of the world is represented. They are just starting points; teachers
can come up with their own ideas.
NCDO and Utrecht University think that with these eight themes all the aspects of being a
global citizen are covered. When students work in an active way with these themes they will
get acquainted with all aspects of global citizenship.
An example: Globalisation
Let’s take globalisation to clarify the Dutch canon. In this classification globalisation stands
for the strong bilateral connection and interdependence of areas and people in the world.
The three aspects to exemplify this theme are the following:
1. The shifting economic relations and economic centres of gravity in a world where trade
and investments are important. The window for this topic is Shanghai; a global city which
can be seen as a symbol of the rising economic significance of China.
2. The major international migration movements which developed as an outcome of the
globalisation process. Here the window is Ceuta; the Spanish enclave in Morocco. A lot of
African migrants living here have to deal with many political and ethical dilemma’s.
3. The cultural exchange where new patterns and mixtures in food, music and fashion arise
from. Djembé is highlighted; a west African instrument which stands for native traditions,
but also for an international exchange of music styles.
These windows can be shown and used in class; the questions that will arise or the way in
which the teacher presents the windows, highly depend on the context. The age of the
students, the school type, the social context of the students, the input of the teachers and the
amount of available time are all factors which shape this context.
The role of Geography
As already said, global citizenship and also the Dutch Canon are founded on a certain basic
knowledge. This knowledge can be found in Geography: spatial differences, developments in
time, visions on important global issues, possible directions of solutions and the notion of
links between local and global concerns.
Geography offers a wide variety of possibilities to contribute in themes like diversity,
sustainability, globalisation and division. The Dutch Canon shows the central task of
Geography in education for global citizenship.
Besides gathering basic knowledge, global citizenship also stresses on exploration of different
perspectives of value, a reflection on the own values and standards of behaviour.
Students need to learn to cope with stereotypes and prejudices, intercultural notion, empathy
and a feeling of alliance; devotion to social justice and equality and respect for the
environment. Al these matters are imbedded in a social course like Geography. This course
has the noble task to prepare adolescents on their awareness to be a global citizen in the
society. This concerns the learning of the basic knowledge on processes and issues; a
reflection on the thoughts about values and the skills to act like a true global citizen.